scholarly journals Analisis Soft Skills Peserta Didik pada Pembelajaran Redoks dengan Model Flipped Classroom-Collaborative Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 53-59
Author(s):  
Maria Paristiowati ◽  
Yusmaniar Yusmaniar ◽  
Catur Ahda Darojatun
Keyword(s):  
Collaborative Learning ◽  
Flipped Classroom ◽  
Soft Skills ◽  
Itu Model

Penelitian ini bertujuan untuk mengetahui soft skills peserta didik pada pembelajaan materi redoks dan tata nama senyawa kimia dengan model flipped classroom-collaborative learning. Penelitian dilakukan di salah satu SMA Negeri di Jakarta dengan 36 peserta didik kelas X sebagai subyek penelitian. Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan menggunakan instrumen wawancara, lembar observasi, reflektif jurnal, catatan lapangan, kuesioner serta tes hasil belajar. Flipped classroom-collaborative learning adalah model pembelajaran dimana peserta didik mempelajari materi pelajaran di luar kelas melalui video pembelajaran, dan kegiatan belajar di dalam kelas dilakukan dengan pembelajaran kolaboratif yang menekankan pada aktivitas peserta didik dalam kelompok, meliputi kerja sama, sharing knowledge, mengkonstruksi pemahaman bersama, dan bertanggung jawab terhadap kelompok. Hasil penelitian menunjukkan soft skills peserta didik yang muncul meliputi keterampilan komunikasi, keterampilan kolaborasi dan literasi teknologi informasi dan komunikasi (TIK). Penerapan model flipped classroom-collaborative learning memberikan kemudahan bagi peserta didik untuk memahami materi pelajaran di dalam maupun di luar kelas, mereview materi pelajaran, membantu peserta didik yang pasif, dan dapat digunakan sebagai panduan dalam mengerjakan tugas serta mempersiapkan tes. Selain itu, model pembelajaran ini juga berdampak positif terhadap hasil belajar peserta didik.  Kata kunci : Flipped classroom, Collaborative learning, Soft skills, Redoks

scholarly journals Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

2021 ◽  
Vol 13 (14) ◽  
pp. 7675
Author(s):  
Radovan Madleňák ◽  
Stephen P. D’Alessandro ◽  
Agostino Marengo ◽  
Jenny Pange ◽  
György Iván Neszmélyi
Keyword(s):  
Collaborative Learning ◽  
Online Community ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Case Study Approach ◽  
Study Approach ◽  
Strategic Commitment ◽  
Self Learning

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

scholarly journals Reimagining STEM Education and Training with e-REAL. 3D and Holographic Visualization, Immersive and Interactive Learning for an Effective Flipped Classroom

2017 ◽  
Vol 10 (2) ◽  
pp. 63
Author(s):  
Fernando Salvetti ◽  
Barbara Bertagni
Keyword(s):  
Continuing Education ◽  
Stem Education ◽  
Workplace Learning ◽  
Flipped Classroom ◽  
Soft Skills ◽  
Learning System ◽  
Skills Development ◽  
Medical Simulation ◽  
Font Size ◽  
And Training

<p style="margin: 0cm 0cm 10pt;"> </p><p><span lang="EN-US"><strong><span style="font-family: Times New Roman; font-size: small;">While the 19th and the 20th centuries were, in education, mainly about standardization, the 21st century is about visualization, interaction, customization, gamification and flipped teaching. What today we know about learning from cognitive psychology is that people learn by practicing, with feedback to tell them what they're doing right and wrong and how to get better. For STEM education, that means they need to practice thinking like a scientist in the field. So e-REAL is a cornerstone: developed as workplace learning system in a number of fields (from medical simulation to soft skills development within the continuing education), it’s an ideal solution to root a practical – but not simplicistic - approach for STEM education.</span></strong></span></p>

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

scholarly journals Flipping Over: Student-Centred Learning and Assessment

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Lifelong Learning ◽  
Flipped Classroom ◽  
Soft Skills ◽  
Deep Understanding ◽  
Assessment For Learning ◽  
Assessment Methodology ◽  
Student Centred Learning

Engaging students is a difficult task faced by all academics. Student engagement can be achieved by giving ownership of their learning back to the students and by carefully aligning the assessment methodology to the students’ learning and future employability. To promote learning ownership in this case study, a group of final year students were involved in the design of the delivery (‘flipped classroom’) and assessment strategy (‘flipped assessment’) of the curriculum. Upon reflection, students noted a deep understanding of their self-selected topic by taking ownership of their learning and their ‘assessment for learning’ within the bounded learning environment. Additionally, students enhanced their soft skills and developed proficiencies appropriate for future employment and lifelong learning.

scholarly journals Analysis of the Practice Path of the Flipped Classroom Model Assisted by Big Data in English Teaching

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Zhan Du ◽  
Jie Su
Keyword(s):  
Big Data ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Negative Impact ◽  
Positive Impact ◽  
Learning Ability ◽  
Learning Performance ◽  
Basic Knowledge ◽  
Data Set ◽  
Mining Algorithm

This paper makes a detailed analysis of the integrated mining algorithm, analyzes the characteristics of curriculum big data, and analyzes the existing problems of the current association rule mining algorithm, as well as the defects and deficiencies when applied to the curriculum data. Aiming at the problem of mining the entire data set by the mining algorithm, this topic proposes the idea of using the K-means algorithm for clustering processing and uses the Ball-tree structure on the basis of the original K-means algorithm to improve the efficiency of the algorithm. The data set is separated into several clusters of an appropriate number. In the flipped classroom, the basic knowledge is put before the class for learning, and the further deepening and practical application of language knowledge is completed in the class. Teachers can give timely guidance when encountering unsolvable difficulties so that students’ learning can be more effective. This new teaching model not only strengthens students’ confidence in learning and increases their interest in learning, but also increases the opportunities for students to interact with teachers and classmates in the classroom, allowing them to construct the meaning of knowledge in the fun of interactive communication. The classroom has become relaxed, lively, and attractive, and students’ sense of autonomy, self-learning ability, and collaborative inquiry ability have also been unknowingly improved. Among the main factors, the willingness to flip, emotional state, leadership role, and online learning input have a significant positive impact on collaborative learning performance, and the sense of competition has a partial negative impact on collaborative learning performance, of which positively affecting individual knowledge mastery. Among the nonmain factors, the degree of difficulty of the course, teacher-student interaction, teacher motivation, and evaluation mechanism have a significant positive impact on collaborative learning performance. Classroom assistive technology has a partial negative impact on collaborative learning performance. From the perspective of group performance, group-level performance considerations such as the quality of group conversations and the degree of group knowledge sharing in collaborative learning performance are more affected by nonsubject factors.

scholarly journals The development soft skills and communication in English in engineering students

2021 ◽  
Vol 8 ◽  
pp. 115-136
Author(s):  
Mercedes Querol Julián ◽  
Javier Díez Ramírez
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Time Management ◽  
Science Communication ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Soft Skills ◽  
Project Based Learning ◽  
Language Of Science ◽  
Globalized World

Mastering English is a must for all engineers in the current globalized world where English is the language of science, communication and business. In an engineering syllabus, however, in addition to technical skills and English proficiency, the development of other competences also needs to be considered. To adequately equip engineering students for their careers, we also have to promote the development of soft skills such as communication, problem-solving, teamwork, time-management or leadership, among others. ICLHE (Integrating Content and Language in Higher Education), which is itself evocative of CLIL (Content and Language Integrated Learning) approach extensively used in other educational levels, appears as an alternative to integrate language learning in non-language subject curriculums in higher education and to develop soft skills. This paper makes a literature review to find out the main aspects that engineering instructors should consider to properly implement ICLHE to enhance learners’ development of soft-skills through the active methodologies of Project-Based Learning and Flipped Classroom. In the last part of the study, a 10-step guideline is proposed, which will help teachers to integrate these active methodologies in an ICLHE engineering subject.

scholarly journals Teaching Business English to Future Economists Using a Multimedia Textbook

2019 ◽  
Vol 8 (4) ◽  
pp. 115 ◽  
Author(s):  
Oksana P. Bykonia ◽  
Iryna V. Borysenko ◽  
Iryna M. Zvarych ◽  
Tetiana V. Harbuza ◽  
Myroslava V. Chepurna
Keyword(s):  
Time Management ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Quantitative Methods ◽  
Soft Skills ◽  
Learning Model ◽  
Equation Modeling ◽  
Computer Assisted ◽  
Business English ◽  
The Impact

The purpose of the study is to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “English through Soft Skills” provides for the learning styles of the university students majoring in Economics. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains the “flipped classroom” learning model brought to both students and instructors. A multimedia textbook “English through Soft Skills” was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching English for Specific Purposes to other majors, such as: Business, International Relations, Psychology, Law. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver Business English course to the students majoring in Economics

scholarly journals IMPLEMENTING A FLIPPED CLASSROOM STRUCTURE IN ENGINEERING EDUCATION BETTER SUITED TO THE INDUSTRY 4.0

2019 ◽  
pp. 1-6
Author(s):  
Jamila El haini
Keyword(s):  
Industry 4.0 ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Rapid Change ◽  
Teaching Experience ◽  
Classroom Structure ◽  
First Semester ◽  
Flexible Processes

The fourth industrial revolution or industry 4.0 which is a consequence of the rapid change of information is characterized by ultra-connected and flexible processes in order to develop rapidly a personalized product to be utilized in a limited time. This revolution requires new competencies named the soft skills. So, the challenge for educators is to train students with the soft skills needed in the industry 4.0. This is why; I implemented the flipped classroom method with a new structure based on PowerPoint presentation for the hydraulic and pneumatic systems’ course during the first semester of the 2018-2019 academic year. The flipped course was delivered for two classes in their fourth year of engineering studies in the National School of Applied Sciences, Fez Morocco. The flipped classroom method is being implemented in a growing number of higher education institutions, but I propose a new structure which aims to improve the engineering students’ soft skills especially the lifelong learning, critical thinking, curiosity, autonomy and communication and presentation techniques in order to success in this digital age and to meet the industry 4.0 requirements. The results of an anonymous survey and a t-test are very satisfactory and show that this method has a very positive feedback from the students. For me, I can approve that this method is a rewarding teaching experience with minimum technical, technological and logistical resources, but it requires more effort from the teacher who becomes rather a coach and a facilitator.

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